In an era of shiny tech, modern learning environments, BYOD and other seeming innovations, the day was all about digging deeper to explore the kinds of cognitive shifts that might be required to ensure such initiatives function in ways that support our learners today and beyond. It is clear that when we talk about the future of education there is still much to be articulated about why change is needed and what this means for teachers and school leaders.

What is school for?

This was the opening provocation from Jane Gilbert who went on to highlight a number of touchpoints. Is school a stage to prepare young people for the next stage of life? A place to exert socio-political influence? Learn skills? Manage custody? Expand the mind?

The drivers of the future of education dialogues point to the digital revolution, uncertainty that might lie ahead (think environmental and socio-political global issues, for example), and the failure of the rhetoric around equal opportunity being achieved in lieu of a perpetual jostling for positional advantage in society.

While there are “plenty of ideas” (such as BYOD etc), Gilbert asserted that these are not nearly enough if we are to prepare for an unknowable future when our thinking tools are from an outdated thought system.

What conceptual shifts are emerging from outside education?

A shift from things to spaces between things – networks and connections are now foregrounded.

Knowledge as energy in networks that can take ideas further and faster than individuals could – new knowledge is located in collaborative spaces

Gilbert remindeds us that the curriculum learning areas really do matter but for completely different reasons than in the past. Learning knowledge for th sake of it is not sufficient as an end in itself. She sees a shift to knowledge creating cultures and argues that we need people with:

deep expertise in traditional disciplines

people who have knowledge, can think in and use the tools of that discipline

discipline expertise who can work with it in third spaces with others who have different expertise

the ability to connect with other people with different knowledge, and articulate, seek, negotiate, and want to form thinking relationships with.

This may not be a way of working that comes naturally. We will need to scaffold students to do this – and some teachers will also not necessarily have the knowledge or disposition to work in this way either.

Stories of practice

We heard from a range of educators about how they are exploring some of these ideas in practice, such as:

Diana-Grace Morris from Ridgeway Primary explored how to keep conversations uncertain and ways to inspire wondering especially in inquiry with new entrants.

Sally Haughton, Principal at Wellington East Girls touched on the importance of having a diverse student population, of never imagining that the students are the same, and how, now feasting on years of conversation and data, the school is exploring the frameworks for learning. She described the construction of future-focused, community-defined education, arguing that secondary schools are organised for old style learning spaces and that it’s time to start shifting to sense-making between disciplines.

Ngaire Harris, Principal at Hauraki Plains, shared the community-based project linked to primary industry learning in which they are exploring how knowledge building experiences can still be formally assessed. She suggested that it’s time to push beyond the walls, with and from our community to work in the third space; think globally, act locally.

Megan Lourie, AUT, argued that we are preparing young people to be part of a well-educated, low wage work force, that we should beware of general ideas that technology is solution and invited us to ask: what if we separate the design of learning from accountability and politics? Can learning still be joyful and curious?

It was an inspiring, provocative and, at times, challenging day – and an exciting start to, I hope, more conversations on these views on education for the future.

Questions, takeaways and homework

At the end of the day, I still had some ponderings such as:

Why is this need to change education an urgent problem now, at this time? What conversations are driving this now, seeing as futures education has been around for years?

Where is the political framework for this thinking? Is this a middle class western political view we are exporing?

How do you find the meaning and accessible ideas – and provide a pathway to these ideas for schools?

If networked, third space approaches are so vital, can we scaffold people towards a connected disposition?

A timely read for me! Thanks Karen. I, too will take your questions away for some pondering. As a new school we have the privilege of starting with a blank canvas. While sometimes this can feel somewhat overwhelming and time consuming, it does mean that nothing will actually happen by osmosis if we keep asking ourselves “why”? The stories you share are inspiring and a reminder to keep focussed on the possibilities.

Thx Claire – you are such an exciting position – space to dream and imagine. Even if one school cannot change the system, you can open a door on how it might be if education was more than a drive to the narrow gates of formalised assessment and political sorting hats! Watching your adevntures with interest! Cheers:)

Hi Claire! With all due respect, you don’t have a blank canvas, because you already have the constraints of all the words in common use, like “school” that you must use, but in ways that have different nuances to them. The possibilities you speak of are different to someone else’s imaginings, and your students and their parents with all bring their conceptions too. I’ll be very interested to see what is different and what is the same five years from now. One of the most significant things I remember from John Goodlad’s study was his comment that what the schools all shared was the concept of “schooling”. Of course. That’s what’s being funded. That’s not a blank canvas. I find it helpful to think about what can provide hope for the future, hope for both students and educators (or have we any alternative words available? … certainly not clients or trainers … but what can parents and the community agree on?). Best wishes, and I hope the times are productive and exciting for you all!

Thanks, Maurice. I’m Karen, not Claire – not sure if your comments are intended for me?! But I take your point about language bringing constraints and about the need for community to be absolutely on board with educational directions. Everyone holds different truths, al of which are valid and need to be in the mix as one takes new directions.

I was disappointed not to attend and appreciate the summary.
It is really challenging eh.? I often find it can get a bit depressing. Then I start thinking more about improving education and not the education system- makes me feel a little more positive…

Your comment is a comforting one, Chris – when I step back, and look and the system, and then the political system in which it sits (a closed, essentially capitalist one driven by a finite reliance on fossil fuels, zero hour contracts, a fight to the top and fragmented citizen unity..) I feel a little bleak. Perhaps it’s a case of focusing on what small things we can change in our immediate spheres….appreciate the comment, mate:)